Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

Evaluasi Pelaksanaan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 di SMP Negeri 2 Kupang Barat

Distance learning is an online-based learning strategy that utilizes web platforms. This distance learning model begins with thorough and well-directed planning and employs appropriate teaching methods in selecting suitable learning media, resulting in effective and successful learning outcomes. The issue addressed in this study is how to design the implementation of distance learning at SMPN 2 Kupang Barat. The qualitative method was utilized in this research, with three teachers and 60 students from 8th grade as the subjects. The data analysis technique employed was descriptive analysis. The research findings revealed that distance learning at SMPN 2 Kupang Barat is conducted using two methods: online learning (daring) and limited face-to-face interactions (luring). The purpose of using the luring method is to accommodate students who lack internet access or Android devices. However, the implementation of distance learning encounters several obstacles that hinder its progress. One of the challenges identified is the suboptimal design of distance learning by teachers. They face difficulties in designing learning activities that align with the COVID-19 pandemic conditions and the recommended curriculum set by the government. Consequently, the instructional design prepared by the teachers falls short of expectations and fails to meet the desired outcomes. Additionally, students lack the experience of experiencing the teachers' competency in designing engaging learning experiences. This negatively impacts the quality of distance learning received by the students

Inductive instructional approach, career aspiration and noble values in history

This paper presents inductive instructional approach, career aspirations and noble values in History. In the 21st century there is still History teachers emphasize the only cognitive aspects of student learning, but still have little to do with everyday life, career aspirations and noble values. This study has developed a review list of learning experiences on specific learning content that takes into account inductive approach, career aspirations and noble values of History subject. Finally, this study examines the effectiveness of the learning that emphasize on the inductive approach, career aspirations and noble values. This study uses a qualitative approach supported by quantitative data involving four stages namely library studies, observations, expert suggestions and quasi-experiments. 30 teachers and 60 students were selected through purposeful sampling. The results show that mean inductive learning experiences, career aspirations and noble values in the subject is higher than the learning with other method. The Inductive-directed delivery approach showed a mean increase of 1.15 in students associate with classroom activities. The results also show that an increase of mean 1.5 and 0.35 in career aspirations and noble values. This study has revealed a checklist of learning experiences, career aspirations and noble values that beneficial to all educators

Science-related aspirations of career based on learning content in upper secondary level

This study used qualitative approach which involves interviews that are analyze using Nvivo software. Qualitative approach which uses phenomenological design to reflect on the experience of the former students towards their experience and learning contents of secondary school upper level science core subject which impacted their career aspirations today. Twelve experience workers were selected through purposeful sampling. The results show that most respondent just got C for their Science Subject in Malaysian Certificate of Education (MCE). The certain techniques including the use of the learning aids and room were very effective; while contents of fluid and organs were much related to works. This study has revealed the effective techniques of learning experiences that beneficial to all educators

The nurse educator role in the acute care setting in Australia: Important but poorly described

Objective The purpose of this paper is to describe the nurse educator role in the acute care setting in Australia. Method A literature review using Ganong's (1987) method of analysis was undertaken. Computerised databases were searched for articles published in English between 2000 and 2008 using the key words: 'education', 'nursing', 'nurse-educator', 'teaching methods', 'clinical', 'outcomes health care' and 'Australia'. Information was summarised to identify issues impacting on the nurse educator role using a standardised data extraction tool. Results The search strategies generated 152 articles and reports. The review identified that the nurse educator role is fundamental in supporting clinical practice and integral to developing a skilled and competent health workforce. Conclusion Confusion in nursing roles and role ambiguity contribute to the challenges for nurse educators in acute care. The absence of a national, standardised approach to role description and scope of practice in Australia may adversely impact role enactment. Further discussion and debate of the nurse educator role in Australia is warranted

Pre-service Teachers’ Perceptions after Designing TPACK-based Media for 21st Century Learning in Practice Teaching Experience

There are three research objectives in this research. First, to find out the pre-service teachers’ perception of using Technological Pedagogical Content Knowledge (TPACK)-based media in their teaching practice. Second, to explore technological content knowledge TCK-based media which pre-service teachers used in their teaching and learning. Third, to describe the challenges that the pre-service teachers face in practice teaching experience. This research used descriptive qualitative method. The subject of this research consists of 25 pre-service teachers. The data of this research were collected by using questionnaires and interviews. The questionnaire consisted of closed-ended questions using a Likert scale to measure participants' perceptions related to TPACK implementation. The responses from the questionnaire were analyzed using pie charts to visually represent the distribution of responses. Additionally, interviews were conducted to validate the questionnaire responses and gain further insights into the use of TPACK-based media. The findings of the study indicated that pre-service teachers held positive perceptions of TPACK-based media. They reported implementing TPACK-based learning approaches, successfully overcoming design challenges, and observing improved student engagement and comprehension. The study underscores the importance of technological content knowledge (TCK) utilized by pre-service teachers during their teaching experience. By examining the development and practical application of TPACK, the research aims to contribute to the design of professional development programs that enhance pre-service teachers' technical pedagogical knowledge

What are the Factors Influencing Pre-Service Teachers’ Theory of Action About Strategies for Motivating Students to Learn Science?

University of Technology Sydney. Faculty of Arts and Social Sciences.Previous research has documented the decline in motivation for learning science among school students, particularly at the lower secondary level. This research was conducted in two phases. In Phase One, I used a web-based survey to gather data about pre-service teachers’ beliefs about effective strategies for motivating science students and how they used those strategies during professional experience placements. Data about the factors influencing pre-service teachers’ choice of strategies to motivate students to learn science were also gathered. In Phase Two, case studies were conducted with three secondary science pre-service teachers. Case studies were conducted to gain a deeper understanding of the factors influencing pre-service teachers’ theory of action about strategies for motivating students to learn science. In phase two, data gathering methods included semi-structured interviews with three pre-service teachers and their respective supervising teachers, the use of documentation of the pre-service teachers’ science lesson plans and science lesson observations. The findings of this research findings highlighted the incongruency that exists between what secondary science pre-service teachers believe about motivating students for learning science at the lower secondary school level and how they enact those beliefs during their professional experience placement. Moreover, the findings suggested that the participating pre-service teachers’ beliefs about motivating students to learn science originated from their own school experiences and from observing other teachers teach. Additionally, although most pre-service teachers’ theory of action was categorised as contemporary/ modern approaches concerning motivating students to learn science, some pre-service teachers gave responses that deviated from widely accepted contemporary approaches to teaching science